Religiosity and Learning Satisfaction among Students in the Islamic Religious Education Program

. This study investigates the effect of religiosity on

Learning satisfaction is an essential aspect of the educational process and has become a central topic in many studies.This study investigates the effect of religiosity on student learning satisfaction.The researcher utilized a quantitative research method with a survey design.The Krejcie & Morgan formula was employed to ascertain the sample size, yielding 103 respondents out of 150 students enrolled in the Islamic Religious Education program at IAIN Kerinci for the Academic Year 2023/2024.The simple random sampling technique was applied to select the participants.Data collection was carried out using two research scales, namely the religiosity among muslims scale and the student course satisfaction questionnaire.The data collected was then analyzed using descriptive statistics and simple linear regression.The finding revealed that students' learning satisfaction and religiosity were high.Furthermore, it was found that religiosity significantly affected student learning satisfaction.These findings indicate that strong and active religiosity positively relates to learning satisfaction.

Peneliti menggunakan rumus Krejcie & Morgan untuk INTRODUCTION
The essence of student learning in higher education institutions is to enhance knowledge, skills, and attitudes necessary for career development and achieving life goals.Higher education prepares students to enter the workforce and society with a better understanding of the world and life (Suryaman, 2020).Learning in higher education is not just about acquiring knowledge but also about developing critical, analytical, and creative thinking skills and cultivating a positive attitude and responsibility towards society and the environment.One factor supporting these aspects is learning satisfaction (Fakhriyah, 2016).
Learning satisfaction is a subjective condition experienced by individuals regarding the learning process they are undergoing (Cheok & Wong, 2015).
Learning satisfaction arises when a person feels content with the learning process and results (Putra, 2019).Another view explains that learning satisfaction is influenced by several factors, such as teaching methods, learning environment, teacher experience, and motivation level.Learning satisfaction in higher education can be achieved by educators delivering quality teaching and satisfying student needs.With good service, the learning process can achieve its set objectives (Prasetya & Harjanto, 2020).Learning satisfaction is crucial for students to support success in their studies.A study by Syafi'i et al. revealed that learning satisfaction has an impact on academic achievement (Syafi'i et al., 2018).Satisfied students are more engaged and active in learning, which enhances their educational success.
Another study indicated that learning satisfaction can prevent stress (Risdiantoro & Hasanati, 2016).Conversely, dissatisfied students may feel bored and give up when encountering difficulties in learning, potentially leading to a decline in academic performance (Sujadi, 2022).Research conducted by Wu et al. showed that learning satisfaction increases the intention for continued learning (Wu et al., 2015).In a broader scope, learning satisfaction can also impact students' career competencies (Kong & Yan, 2014).
However, not all students experience learning satisfaction.Some remain dissatisfied with their educational experiences.For instance, a study by.Hasanah highlighted that students were less satisfied with their learning experiences.
Another issue found in the context of Islamic Education students is difficulty in understanding the material due to incompatible teaching methods (Hasanah, 2023).Furthermore, a study revealed that depressive symptoms, anxiety symptoms, and dissatisfaction were classified as high, and they were associated with negative events (Xing et al., 2016).Trirattanapikul et al. explained that 12.3% of medical students experienced learning dissatisfaction (Trirattanapikul et al., 2015).Similar findings were observed among some Islamic Education students at IAIN Kerinci, demonstrated by their low learning satisfaction, such as lack of enthusiasm, not completing assignments in specific courses, absenteeism in some lectures, and engaging in disruptive behaviour in the classroom (Ikhwan, 2021).
Religiosity is a complex concept and challenging to define, primarily for at least two reasons.The first reason is uncertainty and the imprecise nature of the English language.Religiosity has been found synonymous with terms such as religiosity, orthodoxy, faith, belief, piety, devotion, and holiness.These synonyms reflect what in the study of religiosity would be termed dimensions of religiosity  : 2503-5363 (print) rather than terms equivalent to religiosity (Holdcroft, 2006).The second reason for this complexity is the current interdisciplinary interest in the concept of religiosity, with each approaching it from different perspectives (Ridwan & Ikhwan, 2021).
However, some scholars have attempted to formulate a definition of religiosity.Religiosity can be defined as the degree of one's involvement in some or all aspects of religion (Zuckerman et al., 2015).According to Atran & Norenzayan, these aspects include belief in supernatural agents, a commitment that requires sacrifices to these agents (e.g., offering sacrifices), using belief in these agents to alleviate existential anxieties such as fear of death, and communal rituals that validate and reinforce religious beliefs (Atran & Norenzayan, 2004).
Religiosity is an awareness of religious values and teachings that are significant to an individual.Religious individuals believe in the existence of God, follow His commandments, and demonstrate submission to God (Olufadi, 2016;Sujadi, 2022).
Religiosity is vital in acquiring knowledge and skills enhancing learning satisfaction (Susanto, 2020).Furthermore, according to Lubis et al., religious communities and social support also influence religiosity, providing positive encouragement in education and learning, thus increasing learning satisfaction (Lubis et al., 2020;Rohmad et al., 2020).Religiosity is a dimension or concept encompassing an individual's or group's tendency to engage in spiritual or religious aspects.This includes beliefs, practices, values, and experiences related to the spiritual dimension of one's life (Solikin, 2015).This spiritual dimension comprises beliefs about God or transcendent entities, moral beliefs, and views on the meaning of life and existential purpose (Nahri, 2021).
Learning satisfaction is crucial, as it can provide deeper insights into how the dimension of religiosity can influence the learning experience and enhance student well-being (Elhakim & Masykur, 2020).Additionally, intense religiosity can positively impact learning attitudes, motivation, and educational engagement, leading to a broader understanding and satisfaction in learning.Religious practices involving reflection, meditation, and prayer can help deepen understanding and strengthen concentration while learning (Dalimunthe et al., 2023).
This research aims to describe students' religiosity and learning satisfaction and investigate their interrelation.In several academic publication databases, studies examining the influence of religiosity on learning satisfaction are still relatively rare.Previous studies have focused more on the connection between religiosity and job satisfaction and its relationship with overall life satisfaction.This study can significantly contribute to higher education institutions' efforts to enhance student learning satisfaction by considering the influencing factors.

II. METHODS
This study employed a quantitative research method with a survey design.

Findings
This study aims to analyze the religiosity and learning satisfaction among students and to examine the relationship between them.Based on Table 2, the frequency distribution of the religiosity influence variable can be observed.Table 3 shows that the highest achievement is very high, with 48 students or a percentage of 46.60%.Next is the high category, with 40 students or 38.83%, followed by the moderate category, with 11 individuals or 10.67%; followed by the low category, with 3 individuals or 2.91%; and lastly, the deficient category, with 1 individual or 0.97%.Source: Data processing using SPSS Due to the classical assumption tests indicating that the data is normally distributed and the relationship between the two variables is linear, a simple linear regression test can be conducted.Based on Table 7, the significance value obtained is 0.000 < 0.05, indicating a significant positive effect of religiosity on student learning satisfaction in Islamic Religious Education.This suggests that the higher the students' religiosity, the more it will impact their increased learning satisfaction.Berdasarkan hasil ini, juga dapat diketahui bahwa pengaruh religiusitas terhadap kepuasan belajar dapat bervariasi antara individu dan bergantung pada faktor-faktor lain yang memengaruhi kepuasan belajar.

Discussion
Learning satisfaction is an aspect that students must achieve in the learning process.Learning satisfaction involves meaningful experiences, achievement of set goals, a sense of competence, active participation, a flow of experience, and control over the learning process (Maknun, 2013).Learning satisfaction is more likely to occur when individuals have positive experiences and positive emotions in the learning process (Ulya, 2019).Low levels of learning satisfaction can be associated with a lack of competence and self-reliance.If individuals cannot control their learning, it can lead to low learning satisfaction (Nurfadilah, 2019).
Student dissatisfaction with learning can negatively impact the individual, educational institutions, and society.If students do not experience learning satisfaction, it can result in fatal and long-term consequences, such as a lack of interest and motivation to learn, leading to a lack of self-confidence (Kusumaningrini & Sudibjo, 2021).Furthermore, reduced self-confidence can also hurt learning satisfaction (Hafidz, 2016).Learning satisfaction affects how engaged students are in academic and non-academic activities.Magolda & Astin stated that unsatisfied students tend to be less involved in campus activities, which can worsen their learning experiences and social development.Learning dissatisfaction can cause significant stress, worsening students' mental health.
Stallman found that high academic stress is associated with increased symptoms of anxiety and depression.
The results of this study prove that religiosity has a significant positive influence on learning satisfaction.Religiosity impacts various aspects of an individual's life, including education.Several studies have examined the relationship between religiosity and learning satisfaction.Religion can be causal to academic success (Horwitz, 2021).Research also reveals that adolescents with stronger religiosity achieve better grades, are less likely to skip school, and complete their education faster.Religiosity has been associated with many positive outcomes in high school and college (Niehaus & Rivera, 2016).Some studies provide evidence that religiosity can enhance the positive effects of religious affiliation on academic performance by improving the ability to adapt to culturally diverse campus environments, extending the time spent in school, and inspiring students to develop their potential (Li & Murphy, 2018).
Within the academic scope, it is broadly explained that religiosity influences academic honesty (Sujadi et al., 2022).This indicates that religious students are more satisfied with their learning, thus avoiding negative behaviours.
Furthermore, a study revealed a link between religiosity and intrinsic motivation (Fatima et al., 2017).Another study showed that students with higher religiosity also tend to have higher learning motivation, especially if they view education as a way to positively contribute to society (Butler-Barnes et al., 2015;Guven, 2013;Heydari et al., 2020).Another aspect is that religious involvement is associated with solid academic ethics (De Soto et al., 2018).
There is more literature describing the influence of religiosity on life satisfaction than explicitly linking it to learning satisfaction.A study conducted by Bryant investigated the relationship between religiosity and life satisfaction among students.This study found that students who reported higher levels of religiosity also tended to report higher levels of life satisfaction.Research has found that actively religious people often report higher levels of life satisfaction.They tend to have more sources of social support, a sense of purpose in life, and feelings of spiritual harmony, which can enhance their happiness and life satisfaction (Diener et al., 2011).An SLR study of 40 articles also clearly demonstrated the influence of religiosity on life satisfaction in various linear research samples (Muhammad, Hardivizon, Deri, & Hasep, 2023).Other research revealed that personal religiosity is only associated with higher levels of life satisfaction in societies with a higher average religiosity (Eichhorn, 2012).Furthermore, a study examines the relationship between religiosity, life satisfaction, age, and gender.Two dimensions of religiosity were evaluated: religious affiliation and personal religious devotion.

Table 1 . Research respondents based on several characteristics
The population of this research comprised 150 students enrolled in the Islamic Religious Education program at IAIN Kerinci for the Academic Year 2023/2024.The selection of this population was based on its direct relevance to the research topic, enabling the study's findings to be more representative and generalizable to a wider population.Using the Krejcie & Morgan formula, a sample of 103 respondents was obtained for the research.The researcher utilized the simple random sampling technique for sample selection.Data collection for this research was conducted from February to May 2023.(SCSQ), comprising 24 items divided into five factors: instructor quality, learning environment, classroom management, curriculum design, and career development.This scale employed a 5-point Likert scale, with 5 indicating strong agreement, 4 for agreement, 3 for neutrality, 2 for disagreement, and 1 for strong disagreement.Testing using Cronbach's Alpha yielded a score of 0.86.Data analysis in this study involved descriptive analysis and simple regression analysis with the assistance of SPSS version 26.00.

Table 4 . Descriptive analysis
Smirnov test, the significance values obtained are 0.084 for religiosity and 0.200 for the learning satisfaction variable.This indicates that both variables are normally distributed.Normality testing was conducted using the Kolmogorov-Smirnov Test (see Table5).
The simple linear regression technique requires several prerequisites, including normality and linearity of the relationship.Based on data processing using the Kolmogorov-